Ethnic Heterogeneity of Social Networks and Cross-Ethnic Friendships of Elementary School Boys and Girls

2007 ◽  
Vol 53 (3) ◽  
pp. 325-346 ◽  
Author(s):  
Linda. Lee ◽  
Carollee. Howes ◽  
Brandt. Chamberlain
Keyword(s):  
Social Networks ◽  
Elementary School ◽  
Ethnic Heterogeneity

scholarly journals Narušavanje pravopisne norme u ranojezičnoj neformalnoj komunikaciji (na primjeru SMS poruka i internetske društvene mreže Facebook)

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Slavica Vrsaljko ◽  
Tea Ljubimir
Keyword(s):  
Social Networks ◽  
Elementary School ◽  
Social Network ◽  
Mobile Phones ◽  
Fourth Grade ◽  
The Internet ◽  
Spelling Errors ◽  
The Social ◽  
Fourth Grade Students ◽  
Almost All

SMS messaging and communicating on social networks are increasingly widespread forms of informal communication. Mobile phones have almost all, and in addition they open profiles on the Internet social network, corresponding in this way with their peers. In writing messages is being recorded a large number of spelling errors, most of errors are those whose adoption is foreseen in the the lower grades of elementary school. In order to determine the level of mastery of linguistic norms, the message will be analysed as well as comments from the social networks of fourth-grade students.

scholarly journals The impact of social networks on the range of children's reading

2020 ◽  
Author(s):  
Anna Mikhailovna Boiko
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
School Teachers ◽  
School Students ◽  
Social Media Platforms ◽  
Children's Reading ◽  
The Impact

In this article the author explores the experience of using social media platforms as instruments which form children reading range among elementary school students. The stages were defined and the conclusion about perspectives of its using by elementary school teachers was made.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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